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Improving Mathematics Instruction through the Role of the Support Teacher. Research Series No. 213.

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Title: Improving Mathematics Instruction through the Role of the Support Teacher. Research Series No. 213.
Language: English
Authors: Madsen, Anne L., Lanier, Perry E., Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Availability: Institute for Research on Teaching, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($3.50).
Peer Reviewed: N
Page Count: 38
Publication Date: 1992
Sponsoring Agency: Department of Education, Washington, DC.
Intended Audience: Researchers; Teachers; Practitioners
Document Type: Reports - Descriptive
Tests/Questionnaires
Descriptors: Attitude Change, Educational Change, Elementary School Teachers, Inservice Teacher Education, Instructional Improvement, Interviews, Junior High Schools, Learning Activities, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Program Descriptions, Secondary School Teachers, Staff Development, Surveys, Teacher Attitudes, Teacher Behavior, Teacher Improvement, Teaching Methods
Abstract: The Support Teacher Program is a professional development program created to increase teachers' mathematical knowledge, improve instructional practices for conceptual understanding, and prepare teachers to conduct staff development activities in their schools with their colleagues. This paper is presented in three sections. The first section includes a description of this staff development model, the program goals, a description of the framework for guiding instructional and curricular changes, and the activities of the mathematics Support Teachers. The second section examines the impact of the program on the quality of mathematics instruction of three junior high school teachers who participated in the program. Data was gathered from the Teaching Style inventory, the Support Teacher Interview, and documentation of the Support Teachers' mathematics curriculum. Results indicated: (1) Each Support Teacher's thoughts and practices changed as a result of the program; (2) Support Teachers were adequately prepared for their new role by increasing their knowledge of and experience in effective instructional strategies and support techniques; (3) Teaching colleagues of the Support Teachers were influenced in varying degrees; and (4) Student results at the end of the first year indicated a more positive attitude towards mathematics, an improved ability to solve problems, and increased conceptual understanding. The third section includes comments on the Support Teacher Program. An appendix includes the Mathematics Support Teacher Reading List. (Contains 26 references.) (MDH)
Entry Date: 1993
Accession Number: ED353128
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Improving Mathematics Instruction through the Role of the Support Teacher. Research Series No. 213.
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  Data: <searchLink fieldCode="AR" term="%22Madsen%2C+Anne+L%2E%22">Madsen, Anne L.</searchLink><br /><searchLink fieldCode="AR" term="%22Lanier%2C+Perry+E%2E%22">Lanier, Perry E.</searchLink><br /><searchLink fieldCode="AR" term="%22Michigan+State+Univ%2E%2C+East+Lansing%2E+Inst%2E+for+Research+on+Teaching%2E%22">Michigan State Univ., East Lansing. Inst. for Research on Teaching.</searchLink>
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  Label: Availability
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  Data: Institute for Research on Teaching, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($3.50).
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  Data: N
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  Data: 38
– Name: DatePubCY
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  Data: 1992
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  Data: Department of Education, Washington, DC.
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Researchers; Teachers; Practitioners
– Name: TypeDocument
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  Data: Reports - Descriptive<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Staff+Development%22">Staff Development</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Support Teacher Program is a professional development program created to increase teachers' mathematical knowledge, improve instructional practices for conceptual understanding, and prepare teachers to conduct staff development activities in their schools with their colleagues. This paper is presented in three sections. The first section includes a description of this staff development model, the program goals, a description of the framework for guiding instructional and curricular changes, and the activities of the mathematics Support Teachers. The second section examines the impact of the program on the quality of mathematics instruction of three junior high school teachers who participated in the program. Data was gathered from the Teaching Style inventory, the Support Teacher Interview, and documentation of the Support Teachers' mathematics curriculum. Results indicated: (1) Each Support Teacher's thoughts and practices changed as a result of the program; (2) Support Teachers were adequately prepared for their new role by increasing their knowledge of and experience in effective instructional strategies and support techniques; (3) Teaching colleagues of the Support Teachers were influenced in varying degrees; and (4) Student results at the end of the first year indicated a more positive attitude towards mathematics, an improved ability to solve problems, and increased conceptual understanding. The third section includes comments on the Support Teacher Program. An appendix includes the Mathematics Support Teacher Reading List. (Contains 26 references.) (MDH)
– Name: DateEntry
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  Data: 1993
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  Data: ED353128
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
    Subjects:
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Junior High Schools
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Staff Development
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: Improving Mathematics Instruction through the Role of the Support Teacher. Research Series No. 213.
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            NameFull: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
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            NameFull: Madsen, Anne L.
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            NameFull: Lanier, Perry E.
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